Jeddah, October 30, 2025 — The Faculty of Education and Psychology (FIPP) at Universitas Negeri Semarang (UNNES) has successfully conducted an international community service program titled “Mindfulness-Based Writing Assistance Program for Enhancing the Professionalism of Indonesian School Teachers in Jeddah.”
The program was led by Dr. Mintarsih Arbarini, M.Pd., with team members Farid Ahmadi, S.Kom., M.Kom., Ph.D., Yudi Siswanto, M.Pd., Rendi Agung Febrianto, M.Pd., and Indri Ajeng Setyoningrum, M.Pd.
This initiative was designed to enhance the professionalism of Indonesian school teachers in Jeddah through a mindfulness-based writing assistance approach — a reflective and self-awareness-centered writing training. The approach integrates mindfulness practices with structured academic writing guidance to help teachers manage stress, improve concentration, and produce meaningful and high-quality scholarly works.
Throughout the program, teachers were guided to cultivate mindfulness before and during the writing process, followed by hands-on mentoring sessions in developing reflective reports, academic articles, and classroom action research proposals. Participants showed great enthusiasm, noting that the mindfulness-based approach helped them write more calmly, attentively, and productively.
In his remarks, Farid Ahmadi, S.Kom., M.Kom., Ph.D, emphasized that this program represents UNNES’s strong commitment as a Conservation University with International Reputation, actively contributing to the professional development of Indonesian educators at the global level.
“Teacher professionalism is not only developed through technical competence but also through self-awareness and emotional balance. Through mindfulness, we aim to help teachers write with meaning, empathy, and a sense of humanity,” said Farid Ahmadi, S.Kom., M.Kom., Ph.D,. This initiative also contributes to the achievement of the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 3 (Good Health and Well-being), by promoting teachers’ psychological well-being and professional capacity through reflective, adaptive, and sustainable learning practices.
